Promoting Student Active Classroom Participation Skills Through Instruction to Promote Self-Regulated Learning and Self-Determination

Martin Agran · Michael L. Wehmeyer · Susan B. Palmer

88 citations0/0 files storedCareer Development for Exceptional Individuals

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Disability Education and Employment Innovative Teaching and Learning Methods Behavioral and Psychological Studies

Abstract

Promoting self-determination has been identified as a means to both promote access to the general education curriculum and focus on transition-related skills. In particular, the Self-Determined Learning Model of Instruction (SDLMI) has been found to be effective in producing successful transition and academic outcomes for students with cognitive disabilities. The SDLMI enables teachers to teach students a self-directed problem-solving process that enables students to self-regulate learning. This study investigates the effects of the SDLMI on a variety of academic skills for three junior high students with extensive support needs included in a general education health class. Positive changes were reported for all students. The implications of these findings are discussed.

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1997Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities 2003Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination 2000Promoting Causal Agency : The Self-Determined Learning Model of Instruction 2007Self-Determination: Instructional and Assessment Strategies 2004Promoting Access to the General Curriculum by Teaching Self-Determination Skills 2000Promoting Transition Goals and Self-Determination through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction 2004Self-Determination and Student Involvement in Standards-Based Reform 2006Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction

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2017Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use 2019Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes 2018Promoting and enhancing self-determination to improve the post-school outcomes of people with disabilities

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